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I LIBRARY OF CONGRESS. | 



| UNITED STATES OF AMERICA. J 



AN ADDRESS 



DELIVERED AT 



THE ORGANIZATION OF 



THE NORMAL SCHOOL, 



ON THURSDAY, THE 13th OF JANUARY, 1348, 



AT THE REQUEST OF 



THE COMMITTEE ON THE SCHOOL, 



JAMES J. BARCLAY, A. M., 

A MEMBER OF THE BOARD OF CONTROLLERS. 



PUBLISHED BY ORDER OF THE BOARD. 



PHILADELPHIA 

1848 



/ 



'\ 



Chamber of the Controllers of Public Schools, 2 

First School District of Pennsylvania. 5 

Philadelphia, February 9th, 1848. 
At a meeting of the Controllers of Public Schools, First School Dis- 
trict of Pennsylvania, held at the Controllers' Chamber, on Tuesday, 
February 8th, the following resolution, submitted by the Committee on 
the Model School, was unanimously adopted, to wit: 

Resolved, That James J. Barclay be requested to furnish the Secretary 
of this Board with a copy of his speech for publication. 
Certified from the minutes. 

THOMAS B. FLORENCE, Secretary. 



THP96-Q07831 



ADDRESS. 



Fellow-Citizens : 

We have met to witness the organization 
of a School for the instruction of Teachers ; and 
it is a subject of sincere congratulation that a 
measure so important and so well calculated to 
promote public instruction has been adopted. On 
an occasion like the present we may be allowed 
to glance at the rise, progress and present condi- 
tion of Public Education in Philadelphia. 

The great founder of Pennsylvania well knew 
the importance of education and encouraged its 
diffusion. No system of General Education was, 
however, attempted during our Colonial existence. 
So dear was the cause to freemen that in the ever 
memorable year 1776, when the country was bat- 
tling for liberty, nay struggling for her very exis- 
tence, amid war and blood, public distress and 
private suffering, in the early dawn of our glo- 
rious independence, the sages and patriots who 
framed the first Constitution 1 provided that " a 
school or schools shall be established in each 
county by the Legislature for the convenient in- 

' Chap. II. Sect. 44. 



( i ) 

struction of youth, with such salaries to the mas- 
ters, paid by the public, as may enable them to 
instruct youth at low prices : and all useful learn- 
ing shall be duly encouraged in one or more uni- 
versities." 

The Constitution of 1790 2 directed that " the 
Legislature" should "as soon as conveniently 
may be, provide by law, for the establishment of 
Schools throughout the State in such manner 
that the poor may be taught gratis," and this pro- 
vision was ordained by the present Constitution. 3 

Notwithstanding all these provisions little was 
done by public authority to promote the cause of 
general education, until the year 1818, when the 
act " to provide for the education of children at 
public expense within the City and County of 
Philadelphia," was passed. This act may be 
considered as the foundation of our system, and 
one of the most important features of it, was the 
power given "to the Controllers to establish a 
Model School, in order to qualify teachers for the 
Sectional Schools and for Schools in other parts 
of the State." Thus, in the very commencement 
of Public Schools, the Legislature wisely made 
provision for a Normal School. The Model 
School was organized under the direction of him, 
who has given his name to the system then in- 
troduced. 

'Art. VII. Sect. 1. 3 Feb. 22, 1838, Art. VII. Sect. 1. 



(5 ) 

The public watched the progress of this great 
plan of Education and had reason to be gratified 
with the results. The cause now attracted great 
attention and deep interest, and those to whom 
its management was confided, felt the responsi- 
bility of their situation and were desirous faith- 
fully to discharge the trust reposed in them. 

In the- Lancasterian system there were, how- 
ever, serious and inherent defects ; and the Con- 
trollers and Directors became convinced tlrat a 
radical change was necessary. It was made; 
and the Monitors were succeeded by Assistant 
Teachers. 

In 1828 the Controllers were authorized to es- 
tablish Schools for the instruction of children 
under five years of age, and in 1832 a Model In- 
fant School was opened. 

Primary Schools were subsequently estab- 
lished, and the Infant Schools changed to Se- 
condary. 

In October, 1838, the Central High School, 
authorized by the act of the 13th of June, 1836, 
was opened, and has been for upwards of nine 
years in successful operation. Its high character 
is widely known and appreciated ; and Philadel- 
phia may be justly proud of a school which, we 
think, is not surpassed by any similar institution 
in our country. 

Since it was opened upwards of 1477 students 



( 6 ) 

have enjoyed its benefits. On the first of the 
present year 448 scholars were there pursuing a 
course of studies calculated to prepare them for 
a career honorable to themselves and useful to 
the Republic. Under the judicious administra- 
tion of the accomplished Principal, and his able 
coadjutors, this seminary of learning - will doubt- 
less increase in public favor and general utility. 

Among other advantages that it will confer on 
the community, it will provide well-trained teach- 
ers for our Grammar Schools for boys. 

On the 1st of January, 1819, there were in the 
First School District ten schools, containing 2845 
pupils, (viz: 1507 boys and 1338 girls,) under 
ten teachers. 

On the 1st of January, 1848, there were in the 
District 232 schools, viz: High School 1, Gram- 
mar 50, Unclassified 60, Secondary 23, Primary 
98, containing 37,535 pupils, (19,112 male and 
18,423 female,) under 595 teachers. Of the 
teachers 82 were males, and 513 females. 1 

1 The whole number of School Districts in Pennsylvania on the first 

Monday in June, 1847, was 1,250 

Accepting Districts, ------- 1,106 

Non-accepting " ------ 144 

Number of male pupils, ... 202,956 

" female " - - - - 166,546 

369,502 

Number of male teachers, ... 5,907 

" female " ... - 3,280 

9,187 

Number of schools, ------ 7,552 



( 7 ) 

It is apparent from the above statement the 
public must rely chiefly on the Common Schools 
for the education of the young. No efforts should 
be wanting, no labor should be spared therefore, 
to render these schools as perfect as possible. 

The most certain, the most effectual mode of 

The following table will shew the number of teachers employed in the 
Public Schools"of Massachusetts since 1836: 

Year. Male Teachers, Female Teachers. Total. 

1837 2,370 3,591 5,961 

1838-9 2,411 3,825 6,236 

1839-40 2,378 3,928 6,306* 

1840-1 2,491 4,112 6,603 

1841-2 2,500 4,2S2 6,782 

1842-3 2,414 4,301 6,715* 

1843-4 2,529 4,581 7,110 

1844-5 2,595 4,700 7,295 

1845-6 2,585 4,997 7,582 

1846-7 2,437 5,238 7,675 

The number of Public Schools for the year 1846-47 in the Stale was 
3,538. The proportion of male to female teachers was less than 32 per 
cent. The estimated number of children in Massachusetts, between four 
and sixteen years of age, (for 1846-47) was - - 209,919 

Number attending private schools and academies, - - 12,000 
Number depending on the public schools for their education, 197,319 
Whole number registered in the summer schools, - 160,952 

" " " " winter " - - 178,776 

Of these pupils 4,782 were under four, and 10,612 over sixteen years of 
age 

Of the number of pupils (197,919) between the ages of four and six- 
teen years, dependent on the public schools for their education — 
156,170 belonged to the summer schools, 
168,164 " winter 

41,749 did not attend the summer schools, 
29,755 " winter 

* The returns for these years are not quite complete. 



( 8 ) 

arriving at this desirable end is by placing these 
schools nnder the best trained Teachers that can 
be obtained. 

Let it not be for a moment supposed that the 
present Teachers are deficient in talents, acquire- 
ments or fidelity. All will bear willing testimony 
to their merits. But many of them have been 
subjected to trials that were unnecessary, to labor 

121,339 was the average attendance in summer, 
76,480 " absence " 

139,655 " attendance in winter, 

58,264 " absence " 

Th : s statement includes those over sixteen (10,612) and under four 
(4,782) years of age. 

On the first of July last there were in the State of New York — 

11,052 Districts, the school houses of which were situated within 

the county, 
8,241 whole Districts, 
5,565 parts of Districts, 
748,387 children taught during the year, 
700,443 " in the State between 5 and 16 years of age. 
The average rate of salaries per month, paid in different States to the 

Teachers of Public Schools is 

Male. Female. 

Maine, $15 40 $4 SO 

New Hampshire, - - - 13 50 5 65 

Massachusetts, - - - 24 51 8 07 

Vermont, 12 00 4 75 

Connecticut, - - - - 16 00 6 50 

New York, .... 15 95 6 99 

Pennsylvania, - - - 16 72 10 26* 

Ohio, 15 42 8 73 

Indiana, - - - ■ 12 00 6 00 

Michigan, 12 71 5 36 

* Exclusive of the First District. 



(9) 

that was needless, for want of knowledge of im- 
parting instruction to, and governing the young. 

It will be admitted that no profession or occu- 
pation is more important than that of a Teacher, 
and that, for the successful exercise of every other, 
long and assiduous preparation is absolutely ne- 
cessary. 

No sound reason can be given why that of 
teacher should form an exception, especially in 
a Republic where education leads to preferment, 
and is the surest safeguard for the preservation of 
our institutions. 

In other countries and in portions of our own, 
Seminaries have been established for the cultiva- 
tion of the science of teaching, and the measure 
has been attended with signal success. 1 

One of the leading features of the Act of 1818 
was, it will be recollected, the establishment of 
a School for the training of Teachers, not merely 
for the schools of our own District but for other 
parts of the State. 

While the Lancasterian system existed, the 
Model School was used to qualify teachers; but 
when that system was abandoned, the Model 
School differed little from the other Grammar 
Schools of the District 



1 There are three Normal Schools in Massachusetts — one at West 
Newton, one at Bridgewater, and one at Westfield. There is one Nor. 
mal School in New York, at Albany. 
2 



( io ) 

Some modification of this school became abso- 
lutely necessary to meet the requirements of the 
law and the wants of the people. A subject so 
important demanded, and received a careful ex- 
amination from the Controllers. It was referred 
to a committee, to consider and report thereon. 
After due inquiry and deliberation, a report, ac- 
companied by a plan for the organization of a 
Normal School, was submitted to the Board. It 
has been, with some modifications, adopted, and 
contemplates the thorough training of the pupils, 
in those branches which constitute a good English 
education. Such a course as will improve, dis- 
cipline, and develope the mind, adorn and elevate 
the character. Such a course as will insure the 
best mode of imparting knowledge, of interesting 
the pupils in their studies, will establish uniform- 
ity in teaching, prevent fruitless experiments, 
and irreparable loss of time, with all its sad con- 
sequences. 

From want of knowledge how many injudi- 
cious modes of discipline have been resorted to, 
how many unwise schemes of improvement, have 
been attempted, how many mistakes made, that 
may have had a lasting influence on the fortunes, 
and character of the pupil. 

Time will not permit me to enumerate all the 
branches that may be taught. Among the promi- 
nent, will be Grammar in its most comprehen- 



( '1 ) 

sive sense, Rhetoric, Belles Lettres, History and 
Geography, Arithmetic and Algebra, (and proba- 
bly at a future day a portion of the higher 
branches of Mathematics,) Logic, Ethics, Physi- 
ology and Psychology, and (after due advance- 
ment in the above studies,) the Science of Teach- 
ing, in the Schools of Practice. 

'Tis here that tj*s(f the talents and various ac- 
quirements of the novice will become known 
and will be appreciated It is here the timid will 
acquire self-confidence, the nervous self-posses- 
sion, the too enthusiastic will be gently checked, 
the too diffident kindly encouraged. 

On leaving this school the pupils will be well 
prepared to enter on the duties of a profession, 
second to none in importance and responsibility. 

If the child is to be trained up in the way he 
should go, that when he is old he may not depart 
from it, the instructor should be qualified for the 
task, should be highly gifted, possessed of various 
accomplishments and acquirements, a knowledge 
of the human mind and character, and a sound 
judgment. To prepare such teachers the Normal 
School has been established. 

We hope, we believe, that all just expectations 
will be realized. 

Objections have been raised to the measure. 
It has been said — 

1. That it is unwise, because it will add to the public ex- 
penditure. 



( m ) 

2. That it is unnecessary, because the Schools are flourish- 
ing under the present teachers, who are faithfully discharging 
their duties, and that we ought to " let well enough, alone." 

3. That it will have an unfavorable effect on the Grammar 
Schools for girls, by withdrawing the best pupils. 

4. That it is partial, because all cannot be admitted. 

5. That there is no security that the pupils will, after 
leaving the school, become teachers. 

These objections should be fairly considered 
and answered : 

1. The additional expense to the community is so small 
that it is of little consequence ; if it were far greater it would 
be wise, if the benefit should in any degree equal the expec- 
tations of the advocates of the measure. They have just 
reason to believe this will be the case. 

2. It is freely admitted that the schools are in good order, 
and that the Teachers are faithfully performing their duties. 
No one, however, well acquainted with our schools will main- 
tain that they may not be improved by judicious efforts, and 
it is denied that that is " well enough " which, by well directed 
exertions, can be made better. The argument of " letting well 
enough alone," was used when the Lancasterian system was 
abandoned, and who is there now that would desire to return 
to that system ? This argument would retard all improve- 
ment. Much has unquestionably been attained, but it fol- 
lows not, that all has been achieved. A wide field of labor 
lies still before us. The advance that has already been made 
should stimulate us to renewed and vigorous efforts. Our 
course is onward — and every step we gain, renders the pros- 
pect more brilliant — success more certain. Then let us not 
pause in the race, but press on with generous ardor until the 
goal shall be won. 

3. Have the C4rammar Schools an unfavorable effect on the 



( 13 ) 

Primary and Secondary Schools 1 No ! Then why should 
the Normal School have an unfavorable effect on the Gram- 
mar Schools. The pupils should be prepared to leave the 
Grammar Schools, before they are ready for the Normal* 
Education should end there, before it should begin here. 

4. All the pupils in the Grammar Schools do not desire to 
"become teachers, and for the present, at least, it is supposed 
that one Normal School will accommodate all who desire ad- 
mission into it. 

5. In the honor of our students we have the highest pledge 
that they intend to make teaching their profession. Who is 
there that would doubt that honor, or demand any additional 
security ? Circumstances will occur, undoubtedly, which 
will prevent some from carrying out their intentions. Who 
would desire our young countrywomen to remain, in situa- 
tions which might not be congenial to their feelings, or to 
forego advantages which might be elsewhere obtained? 
Enough will be left to fill every situation. 

To you, my young friends, who are about en- 
tering on a new, and arduous course of studies, 
I may be permitted to offer a word of encourage- 
ment. You have selected a profession alike ardu- 
ous and important. 

To fit yourselves for the faithful discharge of 
the high duties appertaining to the station which 
you seek, assiduous application is necessary. 
Your minds must be stored with useful and va- 
ried acquirements, your manners must be gentle 
and unaffected. In short, you should make your- 
selves examples worthy of imitation in all that is 



( 14 ) 

calculated to improve, refine, and elevate the in- 
tellect, and character. The unpolished diamond 
is disregarded, because its worth is unknown. 
When it has passed through the hands of the skil- 
ful artist its beauty charms, its brilliancy dazzles. 
You are the artists to whose hands, ere long, price- 
less jewels will be committed, and on your im- 
provement here will depend your ability to make 
them the brightest ornaments, the most precious 
gems of society. Your success must depend 
mainly on yourselves. You have excellent Teach- 
ers, profit by their instructions ; you have talents, 
cultivate them ; you have high duties to perform 
— to your parents, to society, to yourselves — 
discharge them faithfully ; and when in after life 
you shall see those who have been trained by 
you, filling high stations with distinguished honor 
and unblemished integrity, how gratifying will 
be the reflection, how rich the reward, to know 
that their success has been in a great degree ow- 
ing to your precepts and influence. You have 
to cheer you, the examples of those illustrious fe- 
males who by their learning and talents have 
gained an imperishable fame, whose monuments 
are more enduring than the chiselled marble or 
the lofty column. They live in their works. 

May we not look for as high literary excellence 
in our own land as other climes have produced. 



( 15 ) 

Are there not among you, some Greys, 1 Daciers, 2 
and Agnesis 3 May we not find here a Somer- 
ville, 4 an Edo-eworth, 5 or a Strickland. 6 I am sure 

1 This celebrated lady, daughter of the Marquis of Dorset, was born 
in 1537. Her maternal grandmother was Mary, wife of Charles Brad- 
den, Duke of Suffolk, and youngest daughter of Henry the Seventh. Lady 
Jane, at a very early age displayed great genius and wonderful facility 
in the acquisition of languages. She spoke the Greek, Latin, French 
and Italian, and understood the Hebrew, Chaldee and Arabic — wrote a 
beautiful hand, had a fine taste for music, and excelled in needle-work. 

2 Anne le Fevre, daughter of Tannegue le Fevre, was born in 1651. 
Her father was professor of Greek, at Saumur, in France. She at an 
early age became a fine classical scholar, and edited several Greek and 
Latin authors. Her reputation spread over Europe, and she was invited 
to Stockholm, by the Queen of Sweden. In 1683 she married Andrew 
Dacier, a ditsinguished scholar. She died in 1720, at the age of sixty- 
nine. She was remarkable for the sweetness of her disposition, for her 
generosity, firmness, and piety. • 

3 Marie Gaetana Agnesi, was born at Milan, on the 16th of May, 1718, 
At the early age of nine years, she spoke the Latin language and deliver- 
ed an oration in it. At eleven she spoke the Greek with as much fluency 
as her native tongue. She soon after acquired a knowledge of several of 
the Eastern languages, and was called " The Walking Polyglot." The 
progress she made in the studies of Mathematics and Natural Philosophy, 
was wonderful. With the learned she would discuss the most profound 
questions in Mathematics and Philosophy. In 1748 she published her 
celebrated work, entitled Instituzioni Analitiche, (Analytical Institutions,) 
which at once established her fame. In 1750 she was appointed Profes- 
sor of Mathematics and Natural Philosophy, in the University of Bologna. 

Her appearance was prepossessing, her manners gentle and engaging, 
her conversation delightful and instructive. She died in 1799, in the 81st 
year of her age. 

4 Mary Somerville, the author of "The Connexion of the Physical 
Sciences," is still living. 

5 Maria Eds;eworth, in conjunction with her father, published a Trea- 
tise on Practical Education. Her works are numerous, much read and 
generally admired. 

6 Agues Strickland, author of the " Lives of the Queens of England," 
&c. Still living. 



( 16 ) 

that a generous ardor will animate yon to emu- 
late their virtues, and to equal them in unremit- 
ting application. 

(To Dr. Wright:) 

To jour hands, Sir, and those of your assis- 
tants, has been committed a sacred trust ; it has 
been committed with full reliance in your zeal, 
talents and integrity, with full hope of your suc- 
cess, v ith full asurance of support from your 
Committee and the Board of Control. May the 
result of your labors equal your highest wishes, 
our con' dent anticipations. May the Normal 
School prove a blessing to our District and State, 
and those instructed with'n its walls widely dis- 
seminate the knowledge here imparted to them, 
and may many of them be apostles of learning 
throughout our land. 

'Tis not in mortals to command success, may 
you do more — deserve it. 

Gentlemen of the Committee on the Normal 
School, my valued friends — may you long live 
to enjoy the fruits of your exertions, to witness 
the improvement and extension of Education 
throughout the whole length and breadth of our 
Com rr. on wealth, to see her citizens prosperous 
and happy—availing themselves of the immense 
resources they possess, which science and indus- 
try will develope. May you be honored in life, 
lamented when dead. 



ABSTRACT OF THE PLAN. 



Objects of Instruction. — The objects of instruction will be 
tbe thorough training of the pupils in the branches taught in 
the Public Schools, with reference to teaching ; with such a 
course of mental and moral discipline, as shall improve the 
understanding and elevate the character. 

Course of Instruction. — The course of instruction will be 
completed in two years, according to the following arrange- 
ment: 

First Year. — 1. Instruction in Orthography, Definition of 
Words, Art of Reading, English Grammar, History of the 
United States, Geography, Arithmetic and Penmanship, in 

REFERENCE TO TEACHING THESE BRANCHES. 2. History of 

England. 3. Exercises in Composition. 4. Rhetoric. 5. 
Etymological Analysis of English Words. 6. Algebra, to 
Quadratic Equations, inclusive. 7. Drawing. 8. Music. 
9. Principles of Education. 

Second Year. — 1. Practice in Teaching, Orthography, 
Definition of Words, Art of Reading, English Grammar, His- 
tory of the United States, Geography, Arithmetic and Pen- 
manship. 2. General History of the World, by periods. 3. 
Ancient Geography. 4. Exercises in Composition. 5. Logic. 
6. Drawing. 7. Music. 8. Elements of Astronomy. 9. 
Elements of Natural Philosophy and Chemistry. 10. Mental 
and Moral Philosophy. 11. Geometry. 12. School Go- 
vernment and Art of Teaching. 

Admissions. — To be admitted as a pupil, the candidate 
must be at least fourteen years of age, and proficient in Or- 
thography, Definition of Words, Reading, English Grammar, 
History of the United States, Arithmetic and Penmanship ; 
3 



( 18 ) 

and have been a pupil of the Public Grammar Schools for 
one year. Previous to admission, every candidate must de- 
clare her intention to pursue the business of teaching, in the 
Public Schools of the Commonwealth of Pennsylvania. 

Examinations. — Examinations of candidates will be held 
semi-annually. One, a few days previous to the first of 
February, and the other in the beginning; of July. That none 
shall be retained in the school, who exhibit in the progress of, 
their instruction, the want of proper qualifications, to fit them 
to become successful teachers, at the end of the first term, 
the class will be subjected to a rigid examination ; and only 
such pupils allowed to enter upon the studies of the second 
term, as manifest love of study, habits of application, and 
sufficient improvement in knowledge. Those who are not 
found to possess proper dispositions or habits, can withdraw 
from the school at this period, without discredit ; as the first 
term may be regarded only as a time of trial. At the com- 
pletion of the full course of study, a public examination will 
be held, and diplomas, signed by the Principal, President of 
the Board of Cpntrollers, and the Members of the Committee 
on the School, will be given to those who are qualified to im- 
part instruction, in the branches of study pursued in the 
Public Schools. 

Pupils who are found to be sufficiently intelligent at the 
time of their admission, after a brief review of the studies of 
the first year, will be allowed to commence the studies of the 
second year's course. 



REPORT 

OF THE 

ORGANIZATION OF THE NORMAL SCHOOL. 

\ 

To the Committee on the Normal School : — 

Gentlemen : — In accordance with the provisions of the plan, adopted 
by the Board of Controllers for the organization of the Normal School, 
an examination of candidates for admission as pupils, was com- 
menced on Thursday, January 13th, and continued during five days. One 
hundred and forty-seven candidates presented themselves on the first 
day, of whom one hundred and thirty-eight continued to attend during 
the whole time of examination ; — nine having withdrawn on the first day. 
Of the number examined, one hundred and ten were found qualified ; 
only ninety-six of these being over fifteen }'ears of age, were directed to 
attend the school on the day of its opening; — the remaining fourteen are 
referred to you. I think the interests of the applicants, as well as those 
of the school, will be promoted by their immediate admission ; among 
them are several, having the highest average of scholarship, and exhibiting 
more maturity of mind than a majority of those admitted ; and nearly all 
are of such personal appearance, as to indicate greater age than is re- 
quired for admission. I would here remark, that in allowing candidates 
to be examined who were under the prescribed age, I was influenced by 
a desire to avoid all inquiry, not connected with the scholarship of the 
applicants, until after this was ascertained ; consequently, I was unable 
to discriminate between those of proper age, and those below. 

The requirements for admission, being proficiency in Orthography, 
Definition of Words, Reading, English Grammar, History of the United 
States, Geography, Arithmetic and Penmanship, the candidates were ex- 
amined in these branches in the following manner. 

Two sets of questions, each set containing 1 ten questions on every 
branch, were selected by the Principal, from fifty questions upon each 
subject, prepared by the teachers of the respective branches ; one set to be 



( 20 ) 

used for the written, and the other for the oral examination. The questions 
thus selected, were returned to the teachers to be answered by them in 
writing- ; the answers having been examined and approved by the Prin- 
cipal, were placed in the hands of the teachers, as a standard by which 
to estimate the answers given by the applicants. 

With the view to prevent any influence that might result from a 
knowledge of the names of the candidates, previous to the examination, 
cards were distributed, numbered from one upwards, by which numbers 
the candidates were known during the whole time of examination ; their 
names not being communicated, until after their admission as pupils. 

The number of candidates being too great to be examined at one time, 
they were divided into two classes, one of which attended on the morn- 
ing of each day, and the other in the afternoon. 

The applicants being seated at desks, sufficiently distant to prevent 
communication, the written examination was commenced by dictating ten 
questions in Orthography, Definition and combination of words into sen- 
tences. While these questions were being answered, the teachers were 
all engaged in conducting an oral examination, with a different set of 
questions, on the same branch. The second day was occupied in exami- 
nation in English Grammar, conducted in the same manner; the third 
day in examination in History, the fourth in Geography, and the fifth in 
Arithmetic. The examination in Eeading was conducted entirely by 
the Principal. 

An estimate of the value of the answers was then made, by first ascer- 
taining the whole number of facts, embraced in the answers to the ques- 
tions on each branch ; then counting the number correctly answered, 
and determining the fractional part of 10 thus obtained. Thus, the 
answers in the written examination in History, embraced 20 facts; if of 
these, 15 were answered correctly, the candidate's average in History 
would be 15-20 of 10, or 7. 5. 

The several averages indicating the scholarship in each branch, being 
added together, and divided by the number of subjects upon which the 
candidates were examined, the general average was obtained. Those 
candidates having averages above 5 were considered qualified for admis- 
sion ; those below this average were rejected. 

The school opened for the purposes of instruction on Tuesday, February 
1st, at which time, eighty-eight pupils were in attendance; these were 
divided into five classes, the first of which will probably be found suffi- 
ciently intelligent, to enter upon the studies of the second year's course, 



(21 ) 

prescribed in the plan, after a brief review of the first. A small class 
will, therefore, perhaps be able to graduate at the end of the first year. 

I congratulate the Committee upon the highly favorable auspices under 
which the school is opened ; the pupils evince anxiety to receive instruc- 
tion, they are industrious, and appear to possess to a great extent, qualifi- 
cations which, if rightly improved, will fit them to become able and 
successful teachers. 

The corps of instructors enter upon their work with such zeal and tact, 
as to leave no room to doubt their complete success. The readiness 
with which they adapt themselves to their new positions, exhibits qualifi- 
cations and capacity, which are calculated to secure the confidence of 
their pupils, and excite in them a desire to avail themselves of the advan- 
tages of their instruction. 

Number of candidates attending the examination, - - 147 

"Withdrew the first day, 9 

Number examined, 138 

Rejected, ...... ...28 

Qualified for admission, - - - - - - 110 

Under age,* --.......14 

Attending the school, - - - - ■ - - - 105 

NAMES OF CANDIDATES ADMITTED. 

1. Helen M. Jackson, 16. Louisa Peters, 

2. Louisa M. Henck, 17. Caroline M. Reed, 

3. Calista H. Buck, 18. Elizabeth A. Stockton, 

4. Elizabeth J. Rundlett, 19. Rebecca H. Boyd, 

5. Jane G. De Hart, 20. Bridget E. Meehan, 

6. Sarah E. Cummings, 21. Mary E. Bradbury, 

7. Sarah C. Levering, 22. Amanda Conway, 

8. Anne C. Webb, 23. Maria L. Newell, 

9. Sarah P. Ridgly, 24. Angelina S. Paul, 

10. Frances E. Mickel, 25. Emily S. Nutt, 

11. Caroline Fegehbush, 26. Annie J. Tomkins, 

12. Mary E. Tazewell, 27. Catharine Benner, 

13. Eunice B. Pearson, 28. Sarah J. Plumly, 

14. Annie C. Wright, 29. Mary A. Waldie, 

15. Lucy R. McElroy, 30. Eliza A. Gibbs, 

* Since admitted hj Resolution of the Board of Controllers. 



( 22 ) 



31. 


Catharine Wagner, 


69. 


32. 


Susanna S. McKinny, 


70. 


33. 


Caroline R. Bladen, 


71. 


34. 


Eliza Fiegel, 


72. 


35. 


Rachel Thomas, 


73. 


3G. 


Mary Emma Fithian, 


74. 


37. 


Elizabeth T. Schreiner, 


75. 


38. 


Amanda M. Duncan, j 


76. 


39. 


Mary Jane Caldwell, 


77. 


40. 


Mary Adaline Brown, 


78. 


41. 


Eliza C. Wallington, 


79. 


42. 


Anna B. Grover, 


80. 


43. 


Abigail Rice, 


81. 


44. 


Annie Lloyd, 


82. 


45. 


Mary S. Smith, 


83. 


4(3. 


Josephine Barker, 


84. 


47. 


Anna N. Thompson, 


85. 


48. 


Anna Scull, 


86. 


49. 


Mary L. Harman, 


87. 


50. 


Caroline Potter, 


88. 


51. 


Caroline Starr, 


89. 


52. 


Caroline Nutt, 


90. 


53. 


Clara A. Oram, 


91. 


54. 


Susan L. Bender, 


92. 


55. 


Elizabeth H. Stanly, 


93. 


56. 


Julia M. Goodman, 


94. 


57. 


Mary Wenzell, 


95. 


58. 


Sarah S. Doran, 


96. 


59. 


Anna C. McElroy, 


97. 


60. 


Anna H. Steel, 


98. 


61. 


Margaret B. Cochran, 


99. 


62. 


Emma M. Sijmmerfield, 


100. 


63. 


Sarah Jane Thompson, 


101. 


64. 


Sarah E. Massey, 


102. 


65. 


Margaret Luf berry, 


103. 


66. 


Sarah Knorr, 


104. 


67. 


Caroline Rechtsamer, 


105. 


68. 


Susan Cunningham, 


Total 105. 



Julia Young, 

Margaret A. McKinney, 

Elizabeth L. Reed, 

Elizabeth Ann Sorin, 

Maria Louisa Earnest, 

Elizabeth Abbot, 

Martha Ann Simpson, 

Anna E. Friend, 

Clara Gideon, 

Lizzie Ridgway, 

Margaret E. Varney, 

Mary E. Byrnes, 

Mary Ann Teese, 

Mary E. Erety, 

Ann C. A.tlee, 
Anna K. Neath, 

Martha L. Hale, 

Anna Williams, 

Louisa Simpson, 

Almira Patton, 

Mary E. Ryder, 

Anna R. Brewton, 

Harriet Kirkpatrick, 
Margaret A. Marshall, 
Caroline Porter, 
Emma McCune, 
Emily B. Hewlings, 
Margaret C. Algeo, 
Mary E. Rozell, 
Anna Evans, 
Jessie Smith, 
Julia L. A. Bladen, 
Elvira Swarts, 
Catharine S. Hanly, 
Virginia R. Titus, 
Martha W. Bostwick, 
Matilda Saurman. 



( 23 ) 



Of the above pupils thirty-one were from private Schools, and seventy- 
four from the Public Grammar Schools. 

Jefferson School, - 11 Average Scholarship, 7.44 

6.25 
" - 6.56 

" - - 7.93 

" - - - 6.75 
" - - 5.76 

" - - - 6.98 
" - - 6.98 

" - 6.88 

6.55 
" - 6.72 

" - - 7.01 

" - - - 6.83 
" - - 7.37 

Average age of the candidates admitted, 16 years, 2 months and 12 
days. 

Respectfully submitted, 

A. T. W. WRIGHT, 

Principal* 
February 4, 1848. 



Button wood Street, 


- 


10 


North West, 


- 


8' 


Zane Street, - 


• 


7 


New Market Street, 


- 


6 


Coates Street, 


- 


6 


NorthEast, 


- 


6 


Model, ... 


- 


4 


Palmer Street, 


- 


4 


Moyamensing, 


%• 


4 


Walnut Street, 


- 


3 


Locust Street, 


- 


2 


Master Street, 


- 


2 


Germantown, 


- 


1 



COMMITTEE AND TEACHERS OF THE NORMAL SCHOOL. 



COMMITTEE. 

John C. Smith, Chairman, No. 9 Chatham Street, 
William S. Perot, No. 120 Vine Street. 
James Peters, No. 105 North Second Street. 
Daniel S. Beideman, No. 53 Vine Street. 
Joseph T. Meahs, Milestown. 

TEACHERS. 
A. T. W. Wright, Principal, No. 411 North Second Street, below 

Coates. 
E. Jackson, Teacher of Arithmetic, &c, No. 100 Charlotte Street. 
E. A. Field, Teacher of History, &c, No. 483 South Second Street. 
M. E. Houpt, Teacher of Grammar, &c, No. 180 Race Street. 
M. E. Brown, Teacher of Reading, &c, Spring Garden Street, below 

Eleventh. 
E. W. Mumford, Teacher of Drawing, No. 14 Mercantile Library 

Building. 
, Teacher of Music. 









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